State of PLAR at Alberta Post-Secondary Institutions by: Lucille Walter, Chair September 22,,2005 A lberta C ouncil on A dmissions and T ransfer

Best Practices in PLAR Conducted by Barrington Research Group Inc. spring 2005 Primary object was to document best practices among Alberta PSIs regarding PLAR in order to inform policy development in this area. Focus was on prior learning from previous experience as opposed to transfer credits from previous education

Key Findings… 88% were strongly in favour of PLA 62% of responding organizations have PLAR policies in place 37% did not have policies in place or policies were under review Implementation of PLAR is not standardized within/among institutions

Key Findings… There is some resistance to PLAR: 72% reported PLAR was not universally accepted among staff and administrators at their institution 62% reported their personnel thought PLAR lowered academic standards 52% reported some institutional perceptions that PLAR is a drain on resources

Key Findings… Ability to provide PLAR appears to be related to institutional size Larger institutions offer PLAR extensively to a wide range of courses and programs Smaller institutions/departments do not have the capacity to conduct PLAR

Key Findings… Percentage of students receiving PLAR- related credits is small in most of the Alberta post-secondary institutions. −1-2% in smaller colleges −Up to 5% in the larger college

PLAR Policy No special policies in Alberta regarding PLAR beyond general ACAT guidelines. Institutions do their best to accommodate learners, but it will be important to develop: provincial standards; guidelines; and clear processes. Practitioners recommended that a system similar to the ACAT transfer credit system be developed for PLAR.

Institutional Recommendations Ensure that the institution has a PLAR champion Actively market and promote PLAR Incorporate PLAR into implementation planning Evaluate the efficiency & effectiveness of PLAR Collaborate with other PSIs, communities and industries in Alberta Move to outcome-based curriculum planning

Developing policies and procedures that are explicit, fair and applied consistently. Develop an integrated PLAR process among staff functions and the candidate, to provide an effective and efficient PLAR system. Increase professional development opportunities: –Provide access to courses and conferences –Promote opportunities for interaction with and among PLAR practitioners –Commit funds Institutional Recommendations

Provincial PLAR Recommendations Build greater PLAR capacity within PSIs to maximize the impact of PLAR within education system Ensure cost effective delivery of PLAR Increase financial commitment to PLAR Initiate and support a provincial PLAR networking group to create a forum for sharing ideas and conducting research

PLAR Process Recommendations Provide full and clear information Implement standards and requirements that are transparent and based on knowledge & skills needed to demonstrate learner has achieved the course outcomes Give credit for learning, not for experience Ensure that the content experts in the field conduct PLAR assessment process Ensure guidelines for assessments are clear, consistent and evidence-based but allow some flexibility to meet specific needs

PLAR Process Recommendations Reduce barriers Provide assessment processes that are accessible & realistic Provide clear reasons for unsuccessful assessments Provide unsuccessful applicants the right to appeal Provide learners with information on ways to bridge the gaps between the skills and knowledge they have and what is required

Is there support for PLAR? PLAR is not completely accepted as a credible exercise Confidence in the process is needed. Policies and procedures should be explicit, fair & applied consistently Ensuring PLAR assessment processes are rigorous, and providing information about the standards to organizations will assist in raising the profile of PLAR.

Successful PLAR projects in Alberta

Lakeland College Petroleum Certificate of Training Program

Working with the petroleum industry and Quick Test International to develop a system to assess competencies in the field and to apply this knowledge to the development of the Petroleum Certificate of Training Program. Together, the college and petroleum industry personnel defined the curriculum and the associated validation system.

Portage College Certificate Program for Working Paramedics

Grande Prairie Regional College contracted curriculum from Portage College. GPRC, in partnership with GPREMS, hosts a Grande Prairie based Emergency Medical Technician - Ambulance program. GPREMS is providing facilities, instructions and practicum placement and coordination. Created to meet the growing need for training of EMS personnel in Northwestern Alberta. The course was based on a list of competencies defined by the national certification organization.

Mount Royal College PLA Research Project, Nursing

3-yr program funded by HRSDC Purpose - find a way to speed up the process for assessing and accrediting nurses by looking at prior learning and credentials Students in the program are all practical nurses. Operating in partnership with several agencies including Athabasca University. AU grants the degree and the program has clear outcomes and clear assessment methods. Competency based courses, often using clinical practice demonstrations and performance as a basis for assessment. However, not too many nursing students are motivated to request PLAR; prefer being part of a cohort of students learning together.